Geometry, groceries, and gardens: Learning mathematics and social justice through a nested, equity-directed instructional approach
Description:
Authors of the article addressed the call for explorations of how BIPOC students’ “experiences in secondary mathematics classrooms might advance transformative, equity-focused, pedagogical models” by exploring how a nested, equity-directed approach created different kinds of opportunities for students to take up, shift, or resist what it means to teach, learn, and do mathematics. Specifically, authors looked at efforts to engage equity-directed dominant and critical approaches through a series …
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Date:
June 10, 2023
Creator:
Harper, Frances K. & Kudaisi, Queshonda J.
Item Type:
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Partner:
UNT College of Education